Table Of ContentSuccessful Teacher Education: Partnerships,
Reflective Practice and the Place of Technology
Successful Teacher Education: Partnerships,
Reflective Practice and the Place of Technology
Edited by
Mellita Jones
Australian Catholic University, Ballarat Campus, Australia
and
Josephine Ryan
Australian Catholic University, Melbourne Campus, Australia
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-675-2 (paperback)
ISBN: 978-94-6209-676-9 (hardback)
ISBN: 978-94-6209-677-6 (e-book)
Published by: Sense Publishers,
P.O. Box 21858,
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The Netherlands
https://www.sensepublishers.com/
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No part of this work may be reproduced, stored in a retrieval system, or transmitted
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TABLE OF CONTENTS
Acknowledgments vii
About the Contributors ix
Introduction 1
Josephine Ryan
Section One: Contemporary Models of Teacher Education:
Case Studies From Australia
1. The Melbourne Graduate School of Education Master of Teaching:
A Clinical Practice Model 11
Christine Redman
2. Immersing Pre-Service Teachers in Site-Based Teacher School-University
Partnerships 31
Greg Neal & Bill Eckersley
3. Linking Rural and Regional Communities into Teacher Education 49
Josephine Ryan
4. Structuring an Online Pre-Service Education Program 65
Caroline J. Walta & Alan S. Mclean
5. A Model for Small, Remote, Indigenous Communities 83
Lisa Hall
Section Two: Practices for Promoting Successful Teacher Education
6. Communication in the Practicum: Fostering Relationships
Between Universities and Schools 103
Josephine Ryan & Mellita Jones
7. ‘Practice’: Foregrounding the Study of Teaching
In Initial Teacher Education 121
Jo-Anne Reid
8. Mobile Technologies in Teacher Education 137
Jan Herrington, Nathaniel Ostashewski, Doug Reid, & Kim Flintoff
9. Refl ective Practice in the Online Space 153
Mellita Jones
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TABLE OF CONTENTS
Conclusion
10. Successful and ‘Transferable’ Practice 177
Mellita Jones & Josephine Ryan
Index 195
vi
ACKNOWLEDGMENTS
This book is based on the work of many people. At its heart are the many pre-service
teachers, teachers and teacher educators whose work the writers are committed to
understanding and enhancing. We hope that the book will generate ideas that will
create stronger teacher education for them.
The authors are grateful to the contributing writers who completed their work
with professionalism and cheerfulness in the face of ever-present deadlines. The
editors learned from each writer’s contribution to making the book a rich account of
innovative approaches to teacher education.
T o the chapter reviewers special thanks are due since they offered their constructive
suggestions on each chapter without expectations of reward; their collegiality is
exemplary and their incisive critiques have improved the book.
Our colleagues at ACU have been very supportive, offering encouragement as
well as useful advice.
S ense Director for the Asia-Pacific region, Michel Lokhorst has made it all seem
possible. Kate Ryan has shown us what a well-edited manuscript looks like.
All these people have assisted us but we are responsible for any errors that remain.
W e thank our families on whom the burden of living with people preoccupied
with completing a major task has fallen. Doug has been patient and a great cook.
He has made it all possible. David, Jesse and Marne are becoming all too used to
an absent wife/mother, and their ongoing love and support is much appreciated and
definitely not taken for granted.
BLIND PEER REVIEW
T he quality of the contributions to this book has been ensured through a double blind
peer review process. Each manuscript was distributed without author identification
to two reviewers, expert in the field of teacher education. Each author revised their
work on the basis of these reviews.
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ABOUT THE CONTRIBUTORS
THE EDITORS
MELLITA JONES
Dr. Mellita Jones is a lecturer at Australian Catholic University’s Ballarat campus
where she teaches in Science Education. Her research is concerned with effective
teacher education where her focus has been on school-university partnerships,
reflective practice and authentic uses of technology for learning. Her recent work
has involved school-based approaches to science teacher education and practicum
partnerships for rural and regional teacher education courses. She also has an interest
in working with teachers in the Pacific region and has had significant involvement
in the Solomon Islands.
JOSEPHINE RYAN
Josephine Ryan is Senior Lecturer in English/Literacy Education at Australian
Catholic University, Melbourne campus. She teaches literacy education to students
there and is engaged in researching successful approaches to teacher education,
especially the value of school partnerships, teacher education in rural and regional
contexts and how teacher education can be enhanced through technology.
THE WRITERS
BILL ECKERSLEY
A ssociate Professor Bill Eckersley is the Director of Learning and Teaching
(Networks and Student Experience) in the College of Education at Victoria
University in Melbourne. His experience as a teacher and a teacher educator has
created opportunities for him to explore innovative preservice teacher models of
learning that focus on building trust, mutuality and reciprocity with school-university
partners.
KIM FLINTOFF
Kim Flintoff has a background in Drama, Education and Technology, and currently
works as Academic Engagement Developer with the Centre for Aboriginal Studies at
Curtin University in Western Australia. His recent work includes staff development
in teaching and learning, lecturing and coordination in K-12 teacher education, and
interdisciplinary practice in Performance Studies.
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